A V Navaratnam1, A Halai2, D Chandrasekharan3, R Mistry4, J Rogel-Salazar5,6,7, J G Manjaly8, T Tatla1, A Singh1, K Ramdoo7. 1. Department of Otolaryngology - Head and Neck Surgery, London North West University Healthcare NHS Trust, UK. 2. Medical School, St George's, University of London, UK. 3. evidENT, UK. 4. Department of Otolaryngology, Imperial College Healthcare NHS Trust, London, UK. 5. Department of Physics, Imperial College London, UK. 6. School of Physics, Astronomy and Mathematics, University of Hertfordshire, Hatfield, UK. 7. Tympa Health Technologies Ltd, London, UK. 8. National Institute for Health Research, University College London Hospitals Biomedical Research Centre Deafness and Hearing Problems Theme, Ear Institute, University College London, UK.
Abstract
OBJECTIVE: The ai/m of this study was to compare the self-reported confidence of novices in using a smartphone-enabled video otoscope, a microscope and loupes for ear examination and external ear canal procedures. METHOD: Medical students (n = 29) undertook a pre-study questionnaire to ascertain their knowledge of techniques for otoscopy and aural microsuction. Participants underwent teaching on ear anatomy, examination and procedural techniques using a microscope, loupes and smartphone-enabled video otoscopes. Confidence and preference using each modality was rated using a Likert-like questionnaire. RESULTS: After teaching, all modalities demonstrated a significant increase in confidence in ear examination (p < 0.0001). Confidence in using the smartphone-enabled otoscope post-teaching was highest (p = 0.015). Overall, the smartphone-enabled video otoscope was the preferred method in all other parameters assessed including learning anatomy or pathology (51.72 per cent) and learning microsuction (65.51 per cent). CONCLUSION: Smartphone-enabled video otoscopes provide an alternative approach to ear examination and aural microsuction that can be undertaken outside of a traditional clinical setting and can be used by novices.
OBJECTIVE: The ai/m of this study was to compare the self-reported confidence of novices in using a smartphone-enabled video otoscope, a microscope and loupes for ear examination and external ear canal procedures. METHOD: Medical students (n = 29) undertook a pre-study questionnaire to ascertain their knowledge of techniques for otoscopy and aural microsuction. Participants underwent teaching on ear anatomy, examination and procedural techniques using a microscope, loupes and smartphone-enabled video otoscopes. Confidence and preference using each modality was rated using a Likert-like questionnaire. RESULTS: After teaching, all modalities demonstrated a significant increase in confidence in ear examination (p < 0.0001). Confidence in using the smartphone-enabled otoscope post-teaching was highest (p = 0.015). Overall, the smartphone-enabled video otoscope was the preferred method in all other parameters assessed including learning anatomy or pathology (51.72 per cent) and learning microsuction (65.51 per cent). CONCLUSION: Smartphone-enabled video otoscopes provide an alternative approach to ear examination and aural microsuction that can be undertaken outside of a traditional clinical setting and can be used by novices.
Entities:
Keywords:
Medical Education; Otoscopy; Telemedicine